Occupational Certificate Trainer – Level 4 – 97154

Occupational Certificate Trainer – Level 4 – 97154


Occupational Certificate Trainer


The Occupational Trainer is a qualified technical or occupational expert who is equipped with the ability to deliver training in their specific field of expertise. This NQF Level 4 qualification is aimed at potential or existing trainers who are responsible for delivering occupational learning programmes to trainees in the workplace.

The qualified learner will be able to:

  • Build and maintain the quality of provision of workplace training, given the important role it has to play more broadly within occupational training.

  • In doing so raise the status of those who facilitate learning in an industry or trade context.

  • Begin a process for the on-going professional development of occupational education and training practitioners.

The learner will be able to progress to higher level occupational qualifications such as Training and Development Professional.

Entry Requirements

NQF Level 4, with technical or occupational expertise who will act as a trainer of persons in the same field of expertise

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Coach and mentor

Detailed Information

Modules for this Qualification


Introduction to occupational training

  • Structure and purpose of NQF

    • The intent of the NQF as a transformative vehicle

    • Structures responsible for the implementation of the NQF

    • NQF level descriptors

    • Quality assurance principles and standards

  • The quality council for trades and occupations

    • Legislative background

    • The responsibilities of the QCTO

    • Partners in quality assurance

    • The occupational and trade curriculum

  • The occupational trainer

    • The occupational profile of an occupational trainer

    • Career opportunities

Learning theories, concepts and principles

  • Adult learning theory and concepts

    • Principles of adult learning

    • Adult learning styles

  • Interpersonal communication concepts

    • Effective communication practices

    • Listening and confirming understanding

    • Cultural sensitivity and diversity

  • Group dynamics

    • Principles of group work

    • Group development

    • Setting up effective learning groups

    • Group leadership

    • Assertiveness and conflict resolution

    • Problem solving

    • Facilitating/managing difficult groups

  • Active learning models and principles

    • Outcomes-based education and training

    • Work based learning, i.e. On-the-job training

    • Action orientated learning

    • Co-operative learning

  • Quality assurance of the learning and training process

    • Training quality management systems (key policies that determine quality training)

    • Continual improvement concepts (quality spiral, quality review)

    • Quality principles and concepts related to assessments

    • Moderation, verification and validation

  • Special needs and barriers to learning

    • Principle of inclusivity

    • Special needs categories (physical and personal)

    • The support role of the facilitator

    • Approaches to learner guidance, assistance and support

Training needs concepts

  • Learner needs assessment

    • Needs analysis tools

    • Sources of information

    • Learner support strategies

    • Principles of impartiality and objectivity

    • Disclosure of information and confidentiality

  • Workplace training needs analysis

    • Training needs in the context of the organisational workplace skills plans

    • Strategic training needs

    • Market-related training needs

    • Changes in technology

  • National skills development priorities

    • The national skills development strategy and national policy directions

    • The role of sector education and training authorities (SETAs)

Training methods, techniques and resources

  • Health &concepts and principles of healthy living & promotion of health 10

    • Lectures and presentation

    • Demonstrations

    • Role-plays

    • Games

    • Simulations

    • Case studies

    • Group discussions

    • Self-directed learning (assignments, individual research)

  • The social determinants of health (basic)

    • Resources types and applications (audio-visual, printed resources, physical resources, e-learning resources)

    • Selection criteria (suitability, flexibility, practicability, cost-effectiveness)

    • Visual presentation design principle

  • Facilitation and learning evaluation concepts

    • Learning vs training facilitation

    • Learner self-evaluation

    • Facilitator/trainer course evaluation

    • Learner course evaluation

    • Workplace impact assessment

Training delivery

  • The facilitator as mediator of learning

    • Teaching vs. Facilitation

    • The process of facilitation

    • Characteristics of the effective facilitator of learning

    • Establishing respect

  • The training environment

    • Setting up training venues

    • Statutory training venue requirements

    • Training equipment requirements

    • Discipline

  • On-the-job instruction using coaching principles

    • Coaching vs. Mentoring vs. On-the-job instruction vs. Classroom facilitation

    • The role of the workplace coach vs. The occupational trainer

    • Coaching techniques

    • The coaching process

    • The essential elements of effective coaching

    • Coaching as an employee induction tool

    • Coaching and performance improvement

  • Planning and administration of workplace training

    • The planning process

    • Prioritising, scheduling and back-up plans

    • Lesson planning

    • Administrative, legislative and regulatory requirements

    • Documentary control and record-keeping

    • Filing and archiving

  • Costing and cost control

    • Budgeting concepts

    • Cost implications of training interventions

    • Cost control and administration

Evaluation of competence

  • Evaluation of competence concepts and principles

    • Assessment and evaluation concepts within the QCTO model

    • Principles of good assessment practice

    • Outcomes-based assessment and evaluation

  • Evaluation methods, instruments and standards

    • Types of evaluation

    • Types of evidence

    • Good assessment and evaluation instrument design concepts

    • Defining assessment and evaluation standards

  • Evidence evaluation concepts and principles

    • Evidence collection methods (aligned to the curriculum)

    • Rules of evidence collection

    • Principles of evidence evaluation (valid, authentic, current, sufficient)

    • Evaluation decisions and the implications thereof

  • Review, administration and reporting related to competence evaluation 78

    • Competence evaluation review process (internal review)

    • Appeals procedures

    • Assessment and evaluation administration and records (QCTO requirements)

  • Recognition of prior learning (RPL) practice

    • Practice in the QCTO model (RPL process, stakeholders)

    • RPL assessments in the workplace


  • Align learning intervention to the needs of participating learners

    • Select and adapt an instrument to establish a learner profile and special needs

    • Conduct an evaluation to establish the learner profile and special needs

    • Select training interventions that would best address learner needs

    • Select an intervention that would best address learner barriers to learning

  • Evaluate available learning resources and aids, and adapt for specified training scenarios

    • Evaluate available learning resources and aids

    • Adapt learning resources and learning aids

  • Plan, conduct, evaluate and report on learning interventions

    • Plan, sequence and schedule learning activities

    • Facilitate learning intervention

    • Evaluate, review and report on own training quality and effectiveness

  • Use given assessment instruments to conduct and record competence evaluations

    • Plan and schedule competence evaluation activities

    • Conduct competence evaluations

    • Record and report evaluation results

Work Place

  • Establish needs of learners and make required adjustments to accommodate learner needs with the assistance of an experienced occupational trainer acting as a mentor or coach

  • Contextualise learning resources and learning aids for application in workplace training interventions with the assistance of an experienced occupational trainer acting as a mentor or coach

  • Conduct competence evaluations in own area of expertise (technical) with the assistance of an experienced occupational trainer acting as a mentor or coach

Coach and mentor

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